qualification handbook community fire safety -...

Qualification Handbook

Community Fire Safety

Version 4 2 © SFJ Awards

Qualification Handbook

SFJ Awards Level 2 Certificate in Knowledge of Community Fire Safety

Qualification No: 601/1901/9

Version Date of issue Amendment(s) Page

V4 15.05.17 Section 2.3 & Section 5: Update reference for unit Understand factors affecting road safety (no change to unit content)

6, 20

Section 2.4: Add Total Qualification Time 6-7

Section 2.9: Update Use of Languages 7-8

Section 3: Centre Requirements (no change to requirements)

9

Section 4: Incorporate updated SFJ Awards Assessment Strategy ((no change to requirements)

10-19

Add SFJ Awards copyright information

Remove references to QCF Various


Contents

1 Introduction 1.1 About us 1.2 Customer Service Statement 1.3 Centre Support 2 The Qualifications 2.1 Overall Objective for the Qualification 2.2 Pre-entry Requirements 2.3 Units and Rules of Combination 2.4 Total Qualification Time (TQT) 2.5 Age Restriction 2.6 Opportunities for Progression 2.7 Exemption 2.8 Credit Transfer 2.9 Use of Languages 3 Centre Requirements 4 Assessment 4.1 Qualification Assessment Methods 4.2 Assessors 4.3 Internal Quality Assurers 4.4 External Quality Assurers 4.5 Expert Witnesses 4.6 Assessing Competence 4.7 Methods for Assessing Competence 4.8 Assessing Knowledge and Understanding 4.9 Methods for Assessing Knowledge and Understanding 4.10 Assessment Planning 4.11 Standardisation 4.12 Recognition of Prior Learning (RPL) 4.13 Equality and Diversity 4.14 Health and Safety 5 Qualification Units


1 Introduction

1.1 About us

SFJ Awards is part of the Skills for Justice Group. For the last 10 years Skills for Justice has

been working with employers, Governments of the UK and agencies within the skills system,

to better equip workforces with the right skills now and for the future.

During this time Skills for Justice has earned an enviable reputation for its knowledge of the

sector and its proactive approach to the development of skills and qualifications, along with

an ability to deliver genuinely workable solutions for the employers it represents.

SFJ Awards is an awarding organisation that builds upon this reputation, and understands

the specific challenges facing the Policing, Community Safety, Legal and Armed Forces

sectors, enabling us to quality assure learning outcomes that are suited to the needs of the

sectors.

Customer satisfaction is the cornerstone of our organisation, and is delivered through an

efficient, customer-led service, providing excellent value for money.

1.2 Customer Service Statement

Our Customer Service Statement is published on SFJ Awards website giving the minimum

level of service that Centres can expect. The Charter will be reviewed annually and revised

as necessary in response to customer feedback, changes in legislation, and guidance from

the qualifications Regulators.

1.3 Centre Support

SFJ Awards works in partnership with its customers. For help or advice contact:

SFJ Awards Consult House Meadowcourt Business Park 4 Hayland Street Sheffield S9 1BY Tel: 0114 284 1970

E-mail: [email protected]

Website: www.sfjawards.com

http://www.skillsforjustice.com/

mailto:[email protected]

http://www.sfjawards.com/


2 The Qualification

2.1 Overall Objective for the Qualification

This handbook relates to the following qualification:


The term Community Fire Safety covers all community safety activities that are the

responsibility of the Fire and Rescue Service. This could include, but is not limited to, road

safety, home safety, fire prevention activities and any other Community Fire Safety activities.

As well as fighting fires as they occur, Fire and Rescue Services are increasingly trying to

prevent fires by working closely with communities to reduce risks and increase awareness of

them. This helps to reduce the impact of fire on communities as people within them

understand firstly how to prevent fires and secondly how to react upon discovery of a fire.

Those who work within Community Fire Safety will often also have a remit for road safety

and home safety. Fire and Rescue Services use targeted initiatives to reduce risks in these

areas in addition to their fire prevention work.

The main objective of this qualification is to provide the underpinning knowledge and

understanding about Community Fire Safety. This knowledge equips the learner to

undertake voluntary or a paid role in the community, for example a Community Safety

Advisor/Advocate.

This qualification provides the knowledge element for Pathway 1: Community Fire Safety of

the Intermediate Level Apprenticeship in Community Safety.1

2.2 Pre-entry Requirements

There are no pre-entry requirements for enrolling to complete this qualification.

2.3 Unit Content and Rules of Combination 2.3.1 Level 2 Certificate in Knowledge of Community Fire Safety

This qualification is made up of a total of 8 mandatory units. To be awarded this qualification

the candidate must achieve a total of 14 credits as shown in the table below.

1 Community Safety (England), Apprenticeship Frameworks Online www.afo.sscalliance.org/

http://www.afo.sscalliance.org/


Mandatory Units Unit Number

Ofqual Unit Reference

Unit Title Level Credit Value

L2-KCFS-01 R/505/7189 Understand factors affecting road safety 2 2

L2-KCFS-02 J/505/6850 Understand fire safety in the home 2 3

L2-KCFS-03 R/505/6852 Understand how to reduce risk of arson 2 2

L2-KCFS-04 H/505/6855 Understand how to safeguard children, young people and vulnerable adults in the fire and rescue sector

2 1

L3-KCFS-05 M/505/6857 Understand principles and practices of Home Safety Checks

3 2

L2-KCFS-06 T/505/6858 Understand principles of fire prevention and protection

2 1

L2-KCFS-07 M/505/6860 Understand safe practices when working within the community

2 1

L2-KCFS-08 A/505/6862 Understand prevention of risks posed by substance use in relation to community safety

2 2

2.4 Total Qualification Time (TQT)

Total Qualification Time comprises of the following two elements.2 (a) The number of hours which an awarding organisation has assigned to a qualification

for Guided Learning, and

(b) An estimate of the number of hours a Learner will reasonably be likely to spend in

preparation, study or any other form of participation in education or training, including

assessment, which takes place as directed by – but, unlike Guided Learning, not

under the immediate guidance or supervision of – a lecturer, supervisor, tutor or other

appropriate provider of education or training.

The Total Qualification Time and Guided Learning Hours for this qualification are as follows:

2 Total Qualification Time criteria, Ofqual September 2015 https://www.gov.uk/government/publications/total-qualification-time-criteria

https://www.gov.uk/government/publications/total-qualification-time-criteria


Qualification Title TQT GLH

SFJ Awards Level 2 Certificate in Knowledge of Community Fire Safety 140 85

2.5 Age Restriction This qualification is available to learners aged 16 years and over. 2.6 Opportunities for Progression This qualification creates a number of opportunities for progression:

Level 2 Certificate in Delivering Community Safety Activities

Level 2 Award/Certificate In Fire and Rescue Services in the Community

Level 3 qualifications in Fire Risk Management

Level 3 Advanced Apprenticeships such as: Emergency Fire Service Operations

Level 3 qualifications such as Emergency Fire Services Operations in the Community

The qualification could also lead to roles within the Fire & Rescue Services such as

firefighter or support roles, or roles within the wider sector such as Community Safety Officer

or Community Warden.

For more information on careers see the Skills for Justice website at: www.sfjuk.com/sectors/fire-rescue/working-in-fire-and-rescue/careers/ 2.7 Exemption No exemptions have been identified. 2.8 Credit Transfer Credits from identical units that have already been achieved by the learner may be

transferred.

2.9 Use of Languages

SFJ Awards business language is English and we provide assessment materials and

qualification specifications that are expressed in English. Assessment specifications and

assessment materials may be requested in Welsh or Irish and, where possible, SFJ Awards

will try to fulfil such requests. SFJ Awards will provide assessment materials and

qualification specifications that are expressed in Welsh or Irish and support the assessment

of those learners, where the number of learners makes it economically viable for SFJ

Awards to do so. More information is provided in the SFJ Awards’ Use of Language Policy.

http://www.sfjuk.com/sectors/fire-rescue/working-in-fire-and-rescue/careers/


For learners seeking to take a qualification and be assessed in British Sign Language or

Irish Sign Language, please refer to SFJ Awards’ Reasonable Adjustments Policy. A learner

may be assessed in British Sign Language or Irish Sign Language where it is permitted by

SFJ Awards for the purpose of Reasonable Adjustment.

Policies are available on our website www.sfjawards.com or on request from SFJ Awards.



3 Centre Requirements

Centres must be approved by SFJ Awards and also have approval to deliver the

qualifications they wish to offer. This is to ensure centres have the processes and resources

in place to deliver the qualifications. Approved centres must adhere to the requirements

detailed in the SFJ Awards Centre Handbook, which includes information for centres on

assessment and internal quality assurance processes and procedures and is available in the

centres’ area of the SFJ Awards website http://sfjawards.com/approved-centres.

Centres are responsible for ensuring that their assessor and internal quality assurance staff:

are occupationally competent and/or knowledgeable as appropriate to the assessor

or IQA role they are carrying out

have current experience of assessing/internal quality assuring as appropriate to the

assessor or IQA role they are carrying out, and

have access to appropriate training and support.

Information on the induction and continuing professional development of those carrying out

assessment and internal quality assurance must be made available by centres to SFJ

Awards through the external quality assurance process.

This qualification handbook should be used in conjunction with the SFJ Awards Centre

Handbook, the SFJ Awards Assessment Policy and the SFJ Awards Quality Assurance

(Internal and External) Policy. All policies are available on the website www.sfjawards.com

or on request from SFJ Awards.

http://sfjawards.com/approved-centres



4 Assessment

4.1 Qualification Assessment Methods


Assessment methods that can be used for this qualification are as follows:

E-assessment

Multiple Choice Examination

Oral Examination

Portfolio of Evidence (including for example records of professional discussions,

question and answer sessions, reflective accounts)

Practical Demonstration / Assignment

Written Examination

4.2 Assessors

4.2.1 Occupational Competence

Due to the risk-critical nature of the work, particularly when assessing in the justice and

health sectors, and the legal implications of the assessment process, assessors must

understand the nature and context of the learners’ work. This means that assessors must

be occupationally competent. Each assessor must therefore be, according to current sector

practice, competent in the functions covered by the units they are assessing. They will have

gained their occupational competence by working within the sector relating to the units or

qualification they are assessing.

Assessors must be able to demonstrate consistent application of the skills and the current

supporting knowledge and understanding in the context of a recent role directly related to the

qualification units they are assessing as a practitioner, trainer or manager.

4.2.2 Occupational Knowledge

Where assessors are assessing knowledge-based qualifications, they must be

occupationally knowledgeable.

4.2.3 Qualification Knowledge

Assessors must be familiar with the qualification units they are assessing. They must be

able to interpret and make judgements on current working practices and technologies within

the area of work.


4.2.4 Assessor Competence

Assessors must be able to make valid, reliable and fair assessment decisions. To

demonstrate their competence, assessors must be:

qualified with a recognised assessor qualification, or

working towards a recognised assessor qualification, or

able to prove equivalent competence through training to appropriate national

standards, for example, National Occupational Standard 9: Assess learner

achievement3 or Police Sector Standard for the Training of Assessors, Assessor

Standard.

Approved centres will be required to provide SFJ Awards with current evidence of how each

assessor meets these requirements, for example certificates of achievement or testimonials.

4.2.5 Continuing Professional Development

Assessors must actively engage in continuous professional development activities to

maintain:

occupational competence and knowledge by keeping up-to-date with the changes

taking place in the sector(s) for which they carry out assessments

professional competence and knowledge as an assessor.

4.3 Internal Quality Assurers

4.3.1 Occupational Knowledge

Internal quality assurers (IQAs) must be occupationally knowledgeable across the range of

units for which they are responsible prior to commencing the role. Due to the risk-critical

nature of the work, particularly in the justice and health sectors, and the legal implications of

the assessment process, they must understand the nature and context of the assessors’

work and that of their learners. This means that they must have worked closely with staff

who carry out the functions covered by the qualifications, possibly by training or supervising

them, and have sufficient knowledge of these functions to be able to offer credible advice on

the interpretation of the units.


IQAs must understand the content, structure and assessment requirements for the

qualification(s) they are internal quality assuring.

Centres should provide IQAs with an induction to the qualifications that they are responsible

for quality assuring. IQAs should also have access to ongoing training and updates on

current issues relevant to these qualifications.

3 National Occupational Standards for Learning and Development, LLUK 2010


4.3.3 Internal Quality Assurer Competence

IQAs must occupy a position in the organisation that gives them the authority and resources

to:

coordinate the work of assessors

provide authoritative advice

call meetings as appropriate

conduct pre-delivery internal quality assurance on centre assessment plans, for

example, to ensure that any proposed simulations are fit for purpose

visit and observe assessment practice

review the assessment process by sampling assessment decisions

ensure that assessment has been carried out by assessors who are occupationally

competent, or for knowledge-based qualifications occupationally knowledgeable, in

the area they are assessing

lead internal standardisation activity

resolve differences and conflicts on assessment decisions.

To demonstrate their competence, IQAs must be:

qualified with a recognised internal quality assurance qualification, or

working towards a recognised internal quality assurance qualification, or

able to prove equivalent competence through training to appropriate national

standards, for example National Occupational Standard 11: Internally monitor and

maintain the quality of assessment4 or Police Sector Standard for the Training of

Internal Verifiers, Internal Verifier Standard.

Approved centres will be required to provide SFJ Awards with current evidence of how each

IQA meets these requirements, for example certificates of achievement or testimonials.


IQAs must actively engage in continuous professional development activities to maintain:

occupational knowledge by keeping up-to-date with the changes taking place in the

sector(s) for which they carry out assessments

professional competence and knowledge as an IQA.

4.4 External Quality Assurers

External quality assurers (EQAs) are appointed by SFJ Awards to approve centres and to

monitor the assessment and internal quality assurance carried out by centres. SFJ Awards

is responsible for ensuring that their external quality assurance team have:

4 National Occupational Standards for Learning and Development, LLUK 2010


sufficient occupational knowledge

current experience of external quality assurance

access to appropriate training and support.

External quality assurance is carried out to ensure that there is compliance, validity,

reliability and good practice in centres. EQAs must have appropriate occupational and

verifying knowledge and expertise.

4.4.1 External Quality Assurer Competence

To demonstrate their competence, EQAs must be:

qualified with a recognised external quality assurance qualification, or

working towards a recognised external quality assurance qualification.


EQAs must maintain their occupational and external quality assurance knowledge. They will

attend training and development designed to keep them up-to-date, facilitate standardisation

between staff and share good practice.

4.5 Expert Witnesses

Expert witnesses, for example line managers and supervisors, can provide evidence that a

learner has demonstrated competence in an activity. Their evidence contributes to

performance evidence and has parity with assessor observation. Expert witnesses do not

however perform the role of assessor.

4.5.1 Occupational Competence

Expert witnesses must, according to current sector practice, be competent in the functions

covered by the units for which they are providing evidence.

They must be able to demonstrate consistent application of the skills and the current

supporting knowledge and understanding in the context of a recent role directly related to the

qualification unit that they are witnessing as a practitioner, trainer or manager.


Expert witnesses must be familiar with the qualification unit(s) and must be able to interpret

current working practices and technologies within the area of work.

4.6 Assessing Competence

The purpose of assessing competence is to make sure that an individual is competent to

carry out the activities required in their work. Assessors gather and judge evidence during

normal work activities to determine whether the learner demonstrates their competence


against the standards in the qualification unit(s). Competence should be demonstrated at a

level appropriate to the qualification. The skills required at the different qualification levels

are defined in Ofqual’s level descriptors.5 Further information on qualification levels is

included in the SFJ Awards Assessment Policy.

Evidence must be:

Valid

Authentic

Sufficient

Current

Reliable.

Assessment should be integrated into everyday work to make the most of opportunities that

arise naturally within the workplace.

4.7 Methods for Assessing Competence

Qualifications may be assessed using any method, or combination of methods in Section

4.1, which clearly demonstrate that the learning outcomes and assessment criteria have

been met.

Assessors need to be able to select the right assessment methods for the competences that

are being assessed, without overburdening the learner or the assessment process, or

interfering with everyday work activities. SFJ Awards expects assessors to use a

combination of different assessment methods to make a decision about an individual’s

occupational competence. Further information on assessment methods is provided below

and also in the SFJ Awards Assessment Policy.

4.7.1 Observation

SFJ Awards believes that direct observation in the workplace by an assessor or testimony

from an expert witness is preferable as it allows for authenticated, valid and reliable

evidence. Where learners demonstrate their competence in a real work situation, this must

be done without the intervention from a tutor, supervisor or colleague.

However SFJ Awards recognises that alternative sources of evidence and assessment

methods may have to be used where direct observation is not possible or practical.

4.7.2 Testimony of witnesses and expert witnesses

Witness testimonies are an accepted form of evidence by learners when compiling portfolios.

Witness testimonies can be generated by peers, line managers and other individuals

5 Qualification and Component Levels: Requirements and Guidance for All Awarding Organisations

and All Qualifications, Ofqual 2015, www.gov.uk/government/publications/qualification-and-component-levels

http://www.gov.uk/government/publications/qualification-and-component-levels



working closely with the learner. Witnesses are defined as being those people who are

occupationally expert in their role.

Testimony can also be provided by expert witnesses who are occupationally competent and

familiar with the qualification unit(s). Assessors will not need to spend as long assessing

expert witness testimony as they would a witness testimony from a non-expert. Therefore if

expert witnesses are involved in the assessment strategy for a qualification a greater

number of learners can be managed by a smaller number of assessors.

The assessor is however responsible for making the final judgement in terms of the learner

meeting the evidence requirements for the qualification unit(s).

4.7.3 Work outputs (product evidence)

Examples of work outputs include plans, reports, budgets, photographs, videos or notes of

an event. Assessors can use work outputs in conjunction with other assessment methods,

such as observation and discussion, to confirm competence and assure authenticity of the

evidence presented.

4.7.4 Professional discussion

Discussions allow the learner to describe and reflect on their performance and knowledge in

relation to the standards. Assessors can use discussions to test the authenticity, validity and

reliability of a learner’s evidence. Written/audio records of discussions must be maintained.

4.7.5 Questioning the learner

Questioning can be carried out orally or in written form and used to cover any gaps in

assessment or corroborate other forms of evidence. Written/audio records of all questioning

must be maintained.

4.7.6 Simulations

Simulations may take place either in a non-operational environment which is not the

learner’s workplace, for example a training centre, or in the workplace. Proposed

simulations must be reviewed to ensure they are fit for purpose as part of the IQA’s pre-

delivery activity.

Simulations can be used when:

the employer or assessor consider that evidence in the workplace will not be

demonstrated within a reasonable timeframe

there are limited opportunities to demonstrate competence in the workplace against

all the assessment criteria

there are health and safety implications due to the high risk nature of the work activity

the work activity is non-routine and assessment cannot easily be planned for

assessment is required in more difficult circumstances than is likely to happen day to

day.


Simulations must follow the principles below:

1. The nature of the contingency and the physical environment for the simulation must be

realistic

2. Learners should be given no indication as to exactly what contingencies they may come

across in the simulation

3. The demands on the learner during the simulation should be no more or less than they

would be in a real work situation

4. Simulations must be planned, developed and documented by the centre in a way that

ensures the simulation correctly reflects what the specific qualification unit seeks to

assess and all simulations should follow these documented plans

5. There should be a range of simulations to cover the same aspect of a unit and they

should be rotated regularly.

4.8 Assessing Knowledge and Understanding

Knowledge-based assessment involves establishing what the learner knows or understands

at a level appropriate to the qualification. The depth and breadth of knowledge required at

the different qualification levels are defined in Ofqual’s level descriptors.6 Further

information on qualification levels is included in the SFJ Awards Assessment Policy.

Assessments must be:

Fair

Robust

Rigorous

Authentic

Sufficient

Transparent

Appropriate.

Good practice when assessing knowledge includes use of a combination of assessment

methods to ensure that as well as being able to recall information, the learner has a broader

understanding of its application in the workplace. This ensures that qualifications are a valid

measure of a learner’s knowledge and understanding.

A proportion of any summative assessment may be conducted in controlled environments to

ensure conditions are the same for all learners. This could include use of:

Closed book conditions, where learners are not allowed access to reference

materials

Time bound conditions

Invigilation.

6 Qualification and Component Levels: Requirements and Guidance for All Awarding Organisations and All Qualifications, Ofqual 2015 www.gov.uk/government/publications/qualification-and-component-levels




4.9 Methods for Assessing Knowledge

Qualifications may be assessed using any method, or combination of methods in Section

4.1, which clearly demonstrate that knowledge-based learning outcomes and assessment

criteria have been met. Evidence of assessment, examples listed below, can be included in

a portfolio of evidence.

a) Written tests in a controlled environment

b) Multiple choice questions

c) Evidenced question and answer sessions with assessors

d) Evidenced professional discussions

e) Written assignments (including scenario-based written assignments).

Where written assessments are used centres must maintain a sufficient bank of assignments

which are changed regularly.

4.10 Assessment Planning

Planning assessment allows a holistic approach to be taken, which focuses on assessment

of the learner’s work activity as a whole. This means that the assessment:

reflects the skills requirements of the workplace

saves time

streamlines processes

makes the most of naturally occurring evidence opportunities.

Planning assessment enables assessors to track learners’ progress and incorporate

feedback into the learning process; assessors can therefore be sure that learners have had

sufficient opportunity to acquire the skills and knowledge to perform competently and

consistently to the standards before being assessed. The assessment is therefore a more

efficient, cost effective process which minimises the burden on learners, assessors and

employers.

4.11 Standardisation

Internal and external standardisation is required to ensure the consistency of evidence,

assessment decisions and qualifications awarded over time.

4.11.1 Internal standardisation

IQAs should facilitate internal standardisation events for assessors to attend and participate,

in order to review evidence used, make judgments, compare quality and come to a common

understanding of what is sufficient.

4.11.2 External standardisation

SFJ Awards will enable access to external standardisation opportunities for centres and

EQAs over time.


Further information on standardisation is available in the SFJ Awards Quality Assurance

(Internal and External) Policy and the SFJ Awards Standardisation Policy.

4.12 Recognition of Prior Learning (RPL)

‘Recognition of prior learning (RPL) is the process of recognising previous formal, informal or

experiential learning so that the learner avoids having to repeat learning/assessment within a

new qualification. RPL is a broad concept and covers a range of possible approaches and

outcomes to the recognition of prior learning (including credit transfer where an awarding

organisation has decided to attribute credit to a qualification)’.7

The use of RPL encourages transferability of qualifications and/or units, which benefits both

learners and employers. SFJ Awards supports the use of RPL and centres must work to the

principles included in Section 6 Assessment and Quality Assurance of the SFJ Awards

Centre Handbook and outlined in SFJ Awards Recognition of Prior Learning Policy.

4.13 Equality and Diversity

Centres must comply with legislation and the requirements of the RQF relating to equality

and diversity. There should be no barriers to achieving a qualification based on:

Age

Disability

Gender

Gender reassignment

Marriage and civil partnerships

Pregnancy and maternity

Race

Religion and belief

Sexual orientation

Reasonable adjustments are made to ensure that learners who are disabled are not

disadvantaged in any way. Learners must declare their needs prior to the assessment and

all necessary reasonable adjustment arrangements must have been approved by SFJ

Awards and implemented before the time of their assessment.

Further information is available in the SFJ Awards Reasonable Adjustments and Special

Considerations Policy and the SFJ Awards Equality of Opportunity Policy.

4.14 Health and Safety

SFJ Awards is committed to safeguarding and promoting the welfare of learners, employees

and volunteers and expect everyone to share this commitment.

7 After the QCF: A New Qualifications Framework, Ofqual 2015 https://www.gov.uk/government/consultations/after-the-qcf-a-new-qualifications-framework

https://www.gov.uk/government/consultations/after-the-qcf-a-new-qualifications-framework


SFJ Awards fosters an open and supportive culture to encourage the safety and well-being

of employees, learners and partner organisations to enable:

learners to thrive and achieve

employees, volunteers and visitors to feel secure

everyone to feel assured that their welfare is a high priority.

Assessment of competence based qualifications in the justice sector can carry a high risk

level due to the nature of some roles. Centres must therefore ensure that due regard is

taken to assess and manage risk and have procedures in place to ensure that:

qualifications can be delivered safely with risks to learners and those involved in the

assessment process minimised as far as possible

working environments meet relevant health and safety requirements.


5 Qualification Units

Unit no: L2-KCFS-01

Ofqual reference: R/505/7189

Title: Understand factors affecting road safety

Level: 2

Credit value: 2

GLH: 10

Learning outcomes

The learner will:

Assessment criteria

The learner can:

1. understand factors affecting individuals’ ability to drive

1.1 describe the importance of being physically and mentally fit to drive

1.2 describe how the following factors can affect an individual’s judgement and concentration when driving:

speed

heavy traffic volumes

weather conditions

manoeuvres

meeting unrealistic time schedules

passengers

stress

use of mobile phones and other devices

tiredness

alcohol

legal and illegal drugs

2. understand factors affecting risk of road traffic collisions

2.1 identify characteristics of groups which increase their risk of road traffic collisions

2.2 describe safety devices and how they reduce risk of injury

2.3 describe the impact of speed on risk of road traffic collision

2.4 describe factors which affect a driver’s perception of speed

2.5 describe the effects of peer pressure on risk of road traffic collision


2.6 describe how vehicle condition and maintenance can affect risk of road traffic collision

2.7 describe factors which may affect the attention of:

pedestrians

road users

3. know about strategies for reducing risk of road traffic collisions

3.1 identify intervention methods for pedestrians and road users

3.2 describe methods that are used to reduce risk

3.3 describe techniques used to change driving behaviour

4. understand key legislation in relation to road safety

4.1 describe the importance of legislation on road safety

4.2 outline key legislation in relation to road safety

Additional information about the unit

Details of the relationship between the unit

and relevant national occupational standards

(if appropriate)

n/a

Assessment requirements specified by a

sector or regulatory body (if appropriate)

This unit is knowledge based. Assessment from a

learning and development environment is allowed.


Unit no: L2-KCFS-02

Ofqual reference: J/505/6850

Title: Understand fire safety in the home

Level: 2

Credit value: 3

GLH: 25

Learning outcomes

The learner will:

Assessment criteria

The learner can:

1. understand the nature of fire in the home 1.1 describe the main causes of fire in the home

1.2 describe the possible effects of fire hazards in the home

1.3 describe the elements required for combustion

1.4 describe the different ways a fire can spread through a property

2. understand how to prevent fire in the home

2.1 describe how occupancy can affect the risk of fire

2.2 describe how housekeeping can affect risk of fire

2.3 describe features of electrical equipment and wiring which affect the risk of fire

2.4 describe sources of heat in the home and how they can increase the risk of fire including:

heating

candles

smoking

cooking

2.5 describe how to prevent the risk of arson to the home

3. understand the use of fire safety devices in the home

3.1 describe the difference between fire safety devices including:

detection

suppression

extinguishing

3.2 identify safety devices which are applicable to the home environment

3.3 describe home fire safety devices available from own organisation and other agencies


4. understand how to install fire safety devices in the home

4.1 describe factors to consider when installing fire safety devices

4.2 describe factors which can limit the suitability of fire safety devices

4.3 describe how to decide how many fire safety devices are required

5. understand how to maintain fire safety devices in the home

5.1 describe common faults and practices that affect fire safety devices

5.2 describe how to test fire safety devices according to manufacturer’s specifications

5.3 describe the processes and timescales for maintaining fire safety devices

6. understand behaviours and actions in relation to the discovery of a fire in the home

6.1 describe common human behaviour on discovery of a fire

6.2 outline advice for home occupants about actions on discovery of a fire in line with organisational policy

6.3 describe different types of extinguishing media including:

identification

uses

limitations

hazards

6.4 describe factors to consider when deciding whether to tackle a fire

6.5 describe the importance of an escape plan




(if appropriate)

n/a






Unit no: L2-KCFS-03

Ofqual reference: R/505/6852

Title: Understand how to reduce risk of arson

Level: 2

Credit value: 2

GLH 10

Learning outcomes

The learner will:

Assessment criteria

The learner can:

1. understand the risks of arson 1.1 describe common targets for arsonists

1.2 describe characteristics displayed by arsonists

1.3 describe factors that increase the risk of arson

1.4 describe the impact arson can have on communities and individuals

2. understand how to reduce the risk of arson

2.1 describe methods used to change the behaviour of arsonists

2.2 identify agencies involved in changing the behaviour of arsonists

2.3 explain partnership working in relation to reducing the risk of arson

2.4 describe the role of other agencies in reducing arson

2.5 describe the benefits of partnership working to reduce the risk of arson

2.6 describe interventions aimed at reducing the risk of fire from arson in the community

2.7 describe methods of reducing the risk of fire in the home from arson




(if appropriate)

n/a


and other standards or curricula (if

appropriate)

n/a






Unit no: L2-KCFS-04

Ofqual reference: H/505/6855

Title: Understand how to safeguard children, young people and vulnerable

adults in the fire and rescue sector

Level: 2

Credit value: 1

GLH 6

Learning outcomes

The learner will:

Assessment criteria

The learner can:

1. understand safeguarding in relation to own role

1.1 define the term ‘safeguarding’ in line with organisational policies

1.2 describe own safeguarding responsibilities

1.3 identify roles and responsibilities of:

own organisation

other agencies

in relation to safeguarding

2. understand the importance of safeguarding children, young people and vulnerable adults

2.1 describe the importance of safeguarding

2.2 describe the importance of referral where signs that cause concern are identified

2.3 describe in the context of safeguarding the importance of:

confidentiality

information sharing

acting on information provided

3. understand how to respond to evidence or concerns of abuse

3.1 describe signs that may cause concern in the context of safeguarding

3.2 outline types of abuse

3.3 describe own organisational requirements for action if safeguarding concerns are identified

3.4 describe the services available to

children

young people

vulnerable adults

families

where abuse is identified





(if appropriate)

n/a






Unit no: L3-KCFS-05

Ofqual reference: M/505/6857

Title: Understand principles and practices of Home Safety Checks

Level: 3

Credit value: 2

GLH: 12

Learning outcomes

The learner will:

Assessment criteria

The learner can:

1. understand the principles of arranging Home Safety Checks

1.1 evaluate methods of promoting Home Safety Checks

1.2 identify sources of Home Safety Check referrals

1.3 describe how Home Safety Checks are prioritised

1.4 explain the legal and organisational requirements in relation to data protection when arranging Home Safety Checks

2. understand the principles of Home Safety Checks

2.1 explain the purpose of Home Safety Checks

2.2 identify who can complete Home Safety Checks

2.3 describe the resources required for Home Safety Checks

2.4 describe own organisation’s targets for Home Safety Checks

2.5 explain when a smoke alarm should be fitted as part of Home Safety Checks

2.6 explain where a smoke alarm should be fitted as part of Home Safety Checks

2.7 describe circumstances where referral to other agencies may be required

3. understand the procedures for performing Home Safety Checks

3.1 explain the aspects of Home Safety Checks in line with organisational requirements

3.2 describe key areas that should be checked for hazards as part of Home Safety Checks

3.3 summarise how to develop an escape plan according to the features of a home

3.4 explain the importance of having multiple escape plans

3.5 list the documentation that needs to be completed in relation to Home Safety Checks

3.6 explain the legal and organisational


requirements in relation to data protection when recording Home Safety Checks

3.7 outline ways of providing feedback to individuals on completion of Home Safety Checks




(if appropriate)

n/a






Unit no: L2-KCFS-06

Ofqual reference: T/505/6858

Title: Understand principles of fire prevention and protection

Level: 2

Credit value: 1

GLH: 8

Learning outcomes

The learner will:

Assessment criteria

The learner can:

1. understand the differences between fire prevention and protection

1.1 outline what is meant by fire prevention

1.2 outline what is meant by fire protection

1.3 describe own organisational structure in relation to fire protection and fire prevention

1.4 outline own role in relation to fire prevention and protection

2. know legislation that relates to fire prevention and protection

2.1 identify key legislation in relation to fire prevention

2.2 explain the purpose of fire protection legislation in relation to premises

2.3 outline premises that fall under fire protection legislation




(if appropriate)

n/a






Unit no: L2-KCFS-07

Ofqual reference: M/505/6860

Title: Understand safe practices when working within the community

Level: 2

Credit value: 1

GLH: 4

Learning outcomes

The learner will:

Assessment criteria

The learner can:

1. understand the legal and organisational requirements in relation to safe working in the community

1.1 outline the key legislation which affects working in the community including:

Health & Safety

lone working

1.2 summarise the policies in place for working in the community in own organisation including:

Health & Safety

lone working

1.3 describe own responsibilities in relation to safety when working in the community

2. understand the factors which influence safe working in the community

2.1 describe the importance of preparation for work in the community

2.2 describe how to prepare for visits in the community

2.3 outline:

key hazards

risks

control measures

in relation to own safety when working in the community

2.4 describe situations where it may be necessary to ‘walk away’

2.5 explain the importance of adhering to organisational policies when working in the community




(if appropriate)

n/a


Unit no: L2-KCFS-08

Ofqual reference: A/505/6862

Title: Understand prevention of risks posed by substance use in relation to

community safety

Level: 2

Credit value: 2

GLH: 10

Learning outcomes

The learner will:

Assessment criteria

The learner can:

1. understand risks that substance use poses to community safety

1.1 identify different types of substances and their effects

1.2 describe risks to community safety posed by substance use

1.3 describe how substance use can increase the risk of fire

1.4 describe how substance use can increase the risk of road traffic collision

1.5 describe indicators of substance use

2. know how to reduce risks that substance use poses in relation to community safety

2.1 describe why it is important to focus community safety resources on high risk groups

2.2 describe the barriers to engaging with people who use substances

2.3 describe methods aimed at changing behaviour which reduce the risk of road traffic collision

2.4 describe methods aimed at changing behaviour which reduce the risk of fire

2.5 describe the role of agencies which support substance users




(if appropriate)

n/a






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Awards.

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